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Classroom Assessment


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Dawn's presentation on AFL.

Dawn's presentation on AFL.

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  • 1. Gather accurate information about student achievement Use assessment process and results to promote maximum student learning Classroom Assessment Guiding Principles:
  • 2. 2 components to quality assesment:
    • Doing it right = accuracy
    • Using it well = effective use
  • 3. Framework consists of 5 keys:
    • Key 1 – clear purpose
    • key 2 – clear targets
    • Key 3 – sound design
    • Key 4 – effective communication
    • Key 5 – student involvement
  • 4. Key 1 – clear purpose for assessment
    • Two Purposes:
    • Summative (Assessment OF Learning)
    • Measures level of achievement at a point in time
    • Any work that counts towards the report card grade
    • Tests, projects, culminating activities…
    • 2) Formative (Assessment FOR learning)
    • -assessments to make decisions about instruction before or during learning process
    • - quizzes, homework assignments, pretests…
  • 5. Key 2 – Clear Targets
    • Know what kinds of targets are represented in the curriculum (knowledge, reasoning, performance skill…) so that we teach to the intended level of cognitive challenge and select the appropriate assessment method to match.
    • Make learning targets clear to students
  • 6. Key 3 – Sound design
    • Select a proper method to match cognitive level (MC, T/F, matching, fill in, extended written response, performance, interviews, conferencing)
    • Create quality items, tasks, and rubrics
    • Allows students to self assess and set goals based on the results
  • 7. Key 4 – Effective Communication
    • Most accurate assessments are wasted if results are miscommunicated or communicated in such a way that shuts down learning
    • Provide students with timely, descriptive feedback
    • Involve students in tracking and communicating their learning
    • Use grading practices that accurately communicate student learning
  • 8. Key 5 – Student Involvement
    • Students are identified as important users of assessment information
    • Students understand the learning targets and standards of quality
    • Assessments are designed so that students can use the results to self-assess and set goals for further action
    • Students track and share their achievement
  • 9. Why Assessment FOR learning works:
    • When students are required to think about their own learning, articulate their understanding, and what they still need to learn, achievement improves.
    • --Black and William, 1998;Sternberg 1996; Young, 2000
  • 10. Assessment FOR learning strategies
    • Where am I going?
      • - Provide clear learning targets
      • - Use examples and models
      • Where am I now?
      • Provide descriptive feedback
      • Teach students to self assess and set goals
      • How can I close the gap?
      • Design focused lessons
      • Teach students focused revision
      • Engage students in self-reflection and let them track and share their learning